ELA+Kindergarten+Lesson+3

Topic: Pets

Common Core Standards: RL.K.3---With prompting and support, identify characters, settings and major events in the story. RI.K.7---With prompting and support, describe the relationship between illustrations and the text in which they appear. RF.K.1b---Recognize that spoken words are represented in written language by specific sequences of letters. RF.K.1d---Recognize and name all upper and lowercase letters of the alphabet. SL.K.2--- Confirm understanding of text read aloud or information presented orally or through other media by asking and answering questions about key details an requesting clarification if something is not understood. SL.K.5---Add drawings or other visual displays to descriptions as desired to provide additional detail.

Suggested Student Objectives:
 * Preview letters U, V, W, X, Y and Z.
 * Recite Alphabet.
 * Track words in an oral sentence.
 * Identify story structure.

Suggested Additional Readings: Gilbert Goldfish Wants a Pet by Kelly DiPucchio Melvin and the Boy by Lauren Castillo A Pet for Petunia by Paul Schmid Prudence Wants a Pet by Cathleen Daly

Resource Links: [|Small Dogs; Big Jobs] [|Taking Care of Pets] [|Caring for Pets] (Look up video: "Caring for Pets"). [|Pets-Theme]

Activities: 1. Explain that puppies have a basic need for shelter, just like people. Ask children: What other basic needs do people have? Which of the needs do puppies share? Discuss places that puppies living with people might sleep. Ask each child to draw a doghouse for a new puppy. What would the puppy need? What would make the puppy comfortable in its new house?

2. Pet Graph

[Math]

Our graph title was “What is your favorite pet?” In the top of the chart, I placed pet clipart (available in the Printables section). The children chose which pet they would like to have, and placed their name card in the pocket chart graph. We counted how many of each animal, and determined most/least/same.

3. Dog Craft Materials
 * White business envelope
 * Brown craft paper
 * Black craft paper
 * Red craft paper
 * Crayons or colored pencils
 * Large wiggly eyes
 * Tape
 * Scissors
 * Black marker
 * Glue

Directions: Fold envelope and cut in half. Place pieces together and tape one side together, using two pieces of tape. Fold and color the top piece of the envelope with crayons and decorate with ears, eyes, and nose. With a black marker, draw some dots beside the nose. To make the puppet talk, place four fingers in the top part of the envelope and the thumb in the bottom part.

4. Rhymes Share the following rhyme with children: Where Is the Pet? The bunny is in the honey. The dog is behind a log. The mouse is in the house. The cat is under the hat. The snake is in the lake. The red bird is third. The rat is on the mat. The fish is next to the dish. Have children repeat the rhyme with you several times. Then identify with children which words in each line rhyme. Create sentence strips for each line in the rhyme. For example, for line one: The bunny is in the __. Have children think of other words that rhyme with the word “bunny,” such as “money.” Or for line one you could write: The__ bunny is in the honey. Children might think of “funny” or “sunny.”

5. Spatial Words

This rhyme uses words that tell where things are, or position words, such as "in," "by," and "next to." It is important that children learn these words and their meanings to help them find things, place things, follow directions, or give directions at school, at home, and when reading. Point out the position words in the rhyme to children. Brainstorm some other position words with children. Make a list. Create sentence strips with pictures for each line in the rhyme as you did above, except this time, make a blank space where the position word goes. For example, for line one: The bunny is __ the honey. Have children think of another word to replace the word "in" that shows position, such as "near" or "under." Provide a hat and a stuffed toy (example: cat). Have children manipulate the stuffed toy and hat and put verbal labels on what they are doing to help extend the language of space. Prompt child to put the "cat" in the hat. Ask the child "Where is the cat?" Child answers in a whole sentence: "The cat is in the hat." Continue and use different spatial terms.

Assessments: Children can draw their favorite pet and label it.

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